<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302020000100158</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n1a2020-7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da formação doutoral para a construção da identidade docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of doctoral training for the construction of teaching identity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Nadia Magalhaes da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Josyane Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>158</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000100158&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetivamos apreender as contribuições da formação doutoral para a construção da identidade docente. Na pesquisa, de natureza qualitativa, realizamos entrevista estruturada, modalidade projetiva, junto a docentes, egressos de um programa de doutorado, lançando dois questionamentos, a saber: como você identifica o/a professor(a) que é/tem sido? Que contribuições a experiência doutoral forneceu para essa identificação? Os dados constituídos foram analisados mediante Análise Textual Discursiva. Os docentes manifestaram dificuldades para auto identificar-se, configurando um movimento que intitulamos de problematização de si. Dentre as contribuições do doutorado, para a tecitura da identidade profissional docente, destacamos as seguintes: reconhecer-se insuficiente, constituição de um professor que reflete na/e sobre a prática docente, postura de um professor investigativo etc. Entendemos que a vivencia doutoral representa campo fértil para o desenvolvimento profissional docente, na medida em que protagoniza uma destruição criadora de sua identidade, podendo superar antigas formas de professorar para, então, substituí-las por outras mais inovadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT We aim to apprehend the contributions of the doctoral training for the construction of the teaching identity. In the research, of a qualitative nature, we conducted a structured interview, a projective modality, with teachers, graduates of a doctorate program, making two questions, namely: how do you identify the teacher who is/has been? What contributions did the doctoral experience provide for this identification? The data were analyzed by Discursive Textual Analysis. Teachers expressed difficulties in self-identification, configuring a movement that we call problematization of self. Among the contributions of the doctorate, for the framing of professional teacher identity, we emphasize the following: recognize insufficient, constitution of a teacher that reflects in/ and on the teaching practice, posture of a research teacher etc. We understand that the doctoral experience represents a fertile field for the professional development of teachers, as it leads to a creative destruction of their identity, being able to overcome old ways of teaching and then replace them with more innovative ones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Doutoral]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="pt"><![CDATA[Problematização de si]]></kwd>
<kwd lng="en"><![CDATA[Doctoral Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Identity]]></kwd>
<kwd lng="en"><![CDATA[Problematization of self]]></kwd>
</kwd-group>
</article-meta>
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